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Gamify learning is the implementation of gaming mechanics into learning and teaching experience to increase learner engagement, motivation and fun. It is a Digital Game-Based Learning solution in which learners acquire targeted subject knowledge as well as essential generic skills. 1. Learn through playing digital games 2. Learn through creating digital games

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When you are playing… <ul><li>player is the center of attention </li></ul><ul><li>the game world is very responsive to your every single move </li></ul><ul><li>player is the expert </li></ul><ul><li>everything is possible, you would be the best NBA player </li></ul><ul><li>things are relatively simpler compares to the real world </li></ul><ul><li>trial and error is the best plan </li></ul>

8.
What’s so attractive about digital games? <ul><li>it’s the learning that digital game provides </li></ul><ul><li>kids like all humans, love to learn when it isn’t forced </li></ul><ul><li>digital game provides learning opportunity every second </li></ul>

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What do they learn? <ul><li>on the surface, they learn how to do things, like driving a car, plane, etc. </li></ul><ul><li>on the deeper levels, they take in information from many sources and make decisions quickly </li></ul><ul><li>deduce game’s rules from playing rather than being told </li></ul><ul><li>create strategies for overcoming obstacles </li></ul><ul><li>understand complex systems through experimentation </li></ul><ul><li>learn to collaborate with others </li></ul>

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Why digital game-based learning? <ul><li>Digital games and technology can transform the traditional classroom into a constructivist classroom which produced improved skills of question formulating, hypothesis generation and ability to intelligently address new problems” - Salomon 2002 </li></ul><ul><li>Students are more willing to learn , Moulder (2004) recounts an elementary school student once raises: </li></ul><ul><li>‘ Why read about ancient Rome when I can build it? </li></ul>

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What students learn at school nowadays lack of real-life context , student are not able to apply what they learnt at school in their everyday life and thus they are not interested in the school subjects Siexas , 2000 It has been increasingly difficult to capture the interest and attention of young people especially in a traditional classroom setting. The single feed of information and step by step logics just simply can not satisfy the needs of the new generation . Prensky, Windham, 2005

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Student Survey (June 2011) Do you like playing digital games? <ul><li>110 primary and secondary school students </li></ul><ul><li>from 3 local and international schools </li></ul><ul><li>88% likes playing digital games, some played for 6-10 years </li></ul><ul><li>Most of them play digital games every day for at least 1 hour </li></ul>

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Students’ difficulties in learning ESL <ul><li>Students understand the importance of learning English. </li></ul><ul><li>BUT they think… </li></ul><ul><li>English lesson is boring </li></ul><ul><li>Vocabularies are hard to learn </li></ul><ul><li>Can’t keep up with the teacher in the classroom </li></ul>

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English lessons <ul><li>Teachers find students lack of motivation in learning English vocabularies </li></ul><ul><li>Teachers want to bring in </li></ul><ul><li>an interactive learning tool </li></ul><ul><li>Teachers have to teach form </li></ul><ul><li>one students English vocabs </li></ul><ul><li>according to the unit theme </li></ul>

17.
Design <ul><li>Teacher provide us with the </li></ul><ul><li>curriculum vocabulary list </li></ul><ul><li>Designers and gaming professionals talk to the teachers </li></ul><ul><li>Discuss and understand the goal of the game and what the teachers want students to achieve: </li></ul><ul><li>picture + word association </li></ul>

19.
Game play <ul><li>Players as a the shopkeeper and direct customers to the appropriate location </li></ul><ul><li>More items are added in each level </li></ul><ul><li>Different types of customers with different special characteristics are introduced in each level </li></ul>

20.
Game play <ul><li>Students have to match the word/pronunciation with the correct picture </li></ul><ul><li>Reports after each round </li></ul><ul><li>showing words players </li></ul><ul><li>matched successfully and </li></ul><ul><li>words players failed to </li></ul><ul><li>match. </li></ul>

22.
Applying the game in the classroom <ul><li>5 form 1 classes from a CMI school </li></ul><ul><li>104 students , 5 English teachers involved </li></ul><ul><li>students are given netbook computers </li></ul><ul><li>15-20 mins game play in class </li></ul><ul><li>teachers do recap and debriefing with the students each time </li></ul><ul><li>Approach 1: learn the vocabularies only through the game </li></ul><ul><li>(pre-test  game  post-test) </li></ul><ul><li>Approach 2: teaching before playing the game </li></ul><ul><li>(pre-test  teaching  game  post-test) </li></ul>

23.
Pre-test and post-test <ul><li>Same test paper for both tests </li></ul><ul><li>Matching format : to test if the students can associate the </li></ul><ul><li>picture with the word </li></ul><ul><li>52 questions in total </li></ul>

27.
“ it attracts me to play” “ it is nice to learn in a happy way ” “ my motivation is in the game” “ I will NOT feel bored!” “ it is easier for me to learn through games” “ we like games, so education mixing game is good”

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Teacher feedbacks <ul><li>Total: 10 teachers </li></ul><ul><li>Did the game give your students a better learning motivation? Yes: 7/ No: 1/ Not sure 2 </li></ul><ul><li>Do you think your students are learning English vocabularies from the game? Yes: 6/ No: 1/ Not sure 3 </li></ul><ul><li>“ students were motivated and happy to find out more about the </li></ul><ul><li>new learning element” </li></ul><ul><li>“ students are highly motivated” </li></ul><ul><li>“ students were more concentrated” “games can a be very supportive teaching tool </li></ul><ul><li>to consolidate knowledge” </li></ul>

31.
Making games in the classroom <ul><li>2 schools; 4 classes (1 primary + 1 secondary school) </li></ul><ul><li>Computer lessons </li></ul><ul><li>Teachers teach game building techniques </li></ul><ul><li>Students create their own games in groups </li></ul>

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Focus Group Interview <ul><li>Student : 'I like making my own games! And I like playing my classmates' games too!' </li></ul><ul><li>Student : 'I came across problems that I have never encountered in other lessons. And I used my own way to solve them!' </li></ul><ul><li>Student : 'We're so happy </li></ul><ul><li>having our own digital </li></ul><ul><li>games! We feel really </li></ul><ul><li>proud and satisfied!' </li></ul>

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<ul><ul><li>Teacher : 'Through game creation, students are not only learning programming skills, but also creativity, logical thinking, problem solving and other generic skills.' </li></ul></ul><ul><ul><li>Teacher : 'Students are eager to ask each other' opinions during the design process, they are learning together and their communication and co-operative skills are improved!' </li></ul></ul>

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Conclusion We seek for advices and improvements while looking for a possible future of digital game-based learning in the Hong Kong classrooms. Thank you! Question or comments? [email_address] www. fifthwisdom.com clara@digitalgameslearning.org www.digitalgameslearning.org